NURS60092
Effective strategies for advanced communication
15
Variable teaching patterns
Postgraduate Taught
Level 7
Helen Bradley
Unit coordinator
1
FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 '
European Credit Transfer & Accumulation System Rating : 7.5
<div> This is a blended learning unit with a focus on awareness , attitudes, skills and emotions. </div><div> </div><div> The unit seeks to foster personal awareness when talking to patients and families and understand hoe this can benefit and compromise clinical encounters. Students will explore all aspects of clinical communication, gain a thorough knowledge of the attitudes and behaviours required to communicate effectively in emotional encounters. </div><div> </div>
<p>The unit has a practical focus, giving students the opportunity to practice and receive feedback on their own communication style and approaches. It challenges people to consider their own feelings and the feelings of the person they are talking to through the use of video recorded role play. Every student is expected to participate in giving and receiving feedback using role play, actors and video and critically examining their own practice.</p>
<div> Advance practice and service delivery through the enhancement of critical thinking and synthesis of a range of sources of evidence relevant to communication skills; </div><div> </div><div> Increase participant’s awareness of their own communication skills and to explore strategies to enhance their ability to elicit and respond to patients’ problems, worries and concerns and deal more effectively with challenging communication situations. </div><div> </div>
<ul> <li> Critically consider the theoretical perspectives, concepts and frameworks of interpersonal and intra-personal communication skills</li> <li> Engage in critical debate key issues and current practice with regard to effective communication in health care </li></ul><div> </div>
<ul> <li> Formulate strategies to tailor and deliver complex information which meets the needs of patients and carers</li> <li> Compare and evaluate one’s own and others communication skills</li> <li> Critically evaluate how individuals cope with the information they are given and how that ‘coping’ affects subsequent behaviour</li></ul><div> </div>
<ul> <li> Discuss strategies which facilitate patients and families in expression of their concerns, fears and worries</li> <li> Facilitate the giving of complex sensitive and challenging information in a compassionate manner to advance clinical practice</li> <li> Devise effective communication strategies to build rapport and develop relationships with patients and carers, which are appropriate to complex situations</li> <li> Develop a collaborative approach to planning communication strategies in practice</li></ul><div> </div>
<ul> <li> Reflect on personal skills when interacting with patients, carers and families</li> <li> Consider the difficulties of transferring learning into the workplace</li> <li> Evaluate the need for professional support and clinical supervision</li> <li> Formulate strategies to assess patients’ expressions of concern</li></ul>
<ul> <li> Classroom based teaching (30 hours)</li> <li> Simulation and role playing</li> <li> E-Learning – seminars and structured forums, reflective and collaborative activities</li> <li> Directed and self-directed learning</li></ul><div> </div>
2
Written assignment (inc essay)
100%
<p>Students will normally have the opportunity to receive feedback on formative work submitted prior to the summative assessment. Other feedback opportunities will also be available in class and online discussion boards. Online feedback is provided in Grademark. Provisional feedback based on internal marking will be made available prior to the Exam Board on the basis that these marks are yet to be ratified at the Exam Board and therefore may be subject to change. A standard feedback mechanism in Grademark is utilised across all postgraduate programmes within the School which provides detailed and constructive feedback on each component and aspect of assessment and identifies areas of strength and those aspects which could be enhanced.</p><p>Student feedback is obtained through open discussion forums on blackboard, in class discussions, via formal University unit evaluation forms and also qualitative, in house evaluations at the end of the unit. </p>
PGT Stand Alone Units
PGT Stand Alone Units (SLA)
PGDT Taught Component
Optional
PGT Stand Alone Units
PGT Stand Alone (NonSLA)
PGDT Taught Component
Optional
MSc Spec Practice (Cancer)
MSc Spec Prac (Cancer) SLA
PGDT Taught Component
Optional
MSc Spec Practice (Cancer)
MSc Spec Practice (Cancer)
PGDT Taught Component
Optional
MSc Spec Practice (Cancer)
MSc Spec Prac (Cancer) SLA
PGDT Taught Component
Optional
MSc Spec Practice (Cancer)
MSc Spec Practice (Cancer)
PGDT Taught Component
Optional
PGDip Spec Practice (Cancer)
PGDip Spec Prac (Cancer) SLA
PGDT Taught Component
Optional
PGDip Spec Practice (Cancer)
PGDip Spec Practice (Cancer)
PGDT Taught Component
Optional
PGDip Spec Practice (Cancer)
PGDip Spec Prac (Cancer) SLA
PGDT Taught Component
Optional
PGDip Spec Practice (Cancer)
PGDip Spec Practice (Cancer)
PGDT Taught Component
Optional
PGCert Spec Practice (Cancer)
PGCert Spec Prac (Cancer) SLA
PGDT Taught Component
Optional
PGCert Spec Practice (Cancer)
PGCert Spec Practice (Cancer)
PGDT Taught Component
Optional
PGCert Spec Practice (Cancer)
PGCert Spec Prac (Cancer) SLA
PGDT Taught Component
Optional
PGCert Spec Practice (Cancer)
PGCert Spec Practice (Cancer)
PGDT Taught Component
Optional
N
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Seminars
30
0
120